6HC514 Educating in Health and Social Care

This module prepares practitioners with an educational aspect within their role, to develop the skills and knowledge to facilitate effective learning and holistically assess the total performance of a range of learners in their health or social care workplace.

Development of an interprofessional learning culture underpinned by evidence based practice and reflection on the role of a practitioner educator will be integral to this module.

Learning Outcomes

On successful completion of this assessment and this module, learners will have demonstrated their ability to:

1. Analyse a range of teaching and learning theory and apply to their own practice
2. Identify barriers to assessment in their workplace and critically review assessment theory related to practice-based assessment
3. Develop a learning culture in their workplace supporting colleagues and learners to achieve their goals.

Formative assessments and activities are opportunities for you to apply, practice and make sense of the learning materials and content that you have worked with. These will mainly be located in the End of Unit Activities.

These may take the form of individual tasks, such as: reading some text, or watching a video and documenting your reaction to it; responding to some discussion points on the discussion forum; considering a case study; or, participating in a live online classroom session.

The main aim of formative activities is for you to receive feedback on your contribution, performance, or progress that will help you prepare for and complete your final summative module assessment.

All modules you take will vary in several ways, and the type of feedback you get for each formative assessment or activities will vary too. If your tutors give you marks as part of the feedback, these will not be counted in your final module grade.

For this module:  An additional formative learning opportunity will be provided during week 6 of the module through formative feedback on one section of portfolio evidence. This will be the week commencing 28th June 2021.

Summative assessments are the pieces of coursework that you must complete which contribute towards your final grade in this module. If you have a Support Plan you can discuss with your module tutor what reasonable adjustments you need.

Summative assessment in this particular module is via one piece of submitted work.

Your work will be marked anonymously: Markers will not be aware of which student has written the work that is being marked. Provisional grades will be reviewed by an Internal Moderator and the External Examiner. You will be notified of the ratified grade one week after the Assessment Board which is due to be held on the 14th September 2021.

This portfolio uses a template in Microsoft word which you will find on the assessment page of the module in Blackboard. This template is divided into three activities and then a section for references, followed by any appendices you may wish to include.  

Please note unit ten covers this assessment task and may repeat some of this content, however it is also directly linked to a summary of the units, to indicate where each unit content fits into the three activities. You may find it useful to review that information too as you prepare your portfolio. There is also information in unit ten about organising your study time and accessing formative feedback.

There are three specific activities in the portfolio which link to the content we cover on the module:

Activity A: Induction

Activity B: Facilitating learning

Activity C: Assessment

All three sections need to be completed to meet the learning outcomes and achieve a pass grade for the module.

Many of you will be able to complete this based on your workplace and learners you will have visiting there for placements as part of their programmes. Some of you may work in an area as agency or temporary staff and not have regular access to learners; others might be temporary staff themselves. In these situations, for the activities, please focus on the theory and consider how you would apply this for that aspect of practice, if and when you had the opportunity to put this learning into practice.

Please remember at degree level study we expect to see evidence of critical analysis of the theory covered in the content on this module, which should be integrated into each of the activities.

Activity A: Induction – detailed guidance.

Write an account of where you work and how a learner is inducted into your placement area. Include the learning opportunities you can identify for them.

You can use a real-life example if you have supported learners in practice in your educator role already, or you can take a placement area as an example and create the activity for this account for a specific learner of your choice. Please ensure that you do not name your workplace, in order to maintain confidentiality.

The template has these questions to structure your work for this induction activity:

• What kind of placement do you work in?
• What learners do you get? (Profession? Year of student programme?)
• How do you welcome and induct them on their first day?
• What learning opportunities are there for learners? (Give up to five examples.)
• Who else might the learner work with (roles in your professional team and senior / expert staff)?
• How do you ensure that the learner is settled in and that learning is taking place?

This activity links to learning outcome three: Develop a learning culture in their workplace supporting colleagues and learners to achieve their goals.

Critically analyse how you have planned and facilitated learning for a learner or a group of learners to enhance their learning. Analyse learning theories covered in the content of the module within this activity.

In this activity you should aim to analyse your role as a facilitator of practice and bring relevant theory in to this account to support your writing. It may be short unplanned informal learning support you gave to a learner or more formal planned learning to one student or a group of students. Remember we will be assessing your level of critical analysis in your assessed work, so make sure you have linked some of the theory covered in the module into your practice as an educator. Do not try and cover all the theories we have explored in the units, as that will not be possible in the word limit given, instead part of your analysis will be in selecting the most appropriate theories to include in your reflection.

Theory should be integrated to demonstrate your own understanding and analysis of how these theories work (or not) for you in practice.

This activity links to learning outcome one: Analyse a range of teaching and learning theory and apply to their own practice

And to learning outcome three: Develop a learning culture in their workplace supporting colleagues and learners to achieve their goals.

Activity C: Assessment – detailed guidance.

Analyse your role as an educator and how you have assessed or would support a future learner as an assessor. Critical analysis, using assessment theory should be integrated into this activity. You should also include your knowledge of how to support a struggling learner in your workplace.

This activity should focus on your role as an assessor, or if you have not yet had opportunity to be an assessor, give an account of what you would do if you were assessing. You could focus on one kind of learner and give some brief detail of the assessment before exploring your role and using the underpinning assessment theory covered in the module content to analyse what went well and what could be improved. There also needs to be some mention of what you would do if the student was struggling.

Remember we will be assessing your level of critical analysis in your assessed work, so make sure you have linked some of the theory covered in the module into your practice as an educator. Do not try and cover all the theories we have explored in the units, as that will not be possible in the word limit given, instead part of your analysis will be in selecting the most appropriate theories to include.

Theory should be integrated to demonstrate your own understanding and analysis of how these theories work (or not) for you in practice.

This activity links to learning outcome two: Identify barriers to assessment in their workplace and critically review assessment theory related to practice-based assessment